El nivell d'autoeficàcia i d'autocompassió del mestres i la seva relació amb les pràctiques inclusives

Abstract

Inclusive Education implies different areas, from policies to practices. Practices in the classroom are still many barriers, but also with factors that favor their application. The objective of applying inclusive practices is to achieve social inclusion and an integral development of all students. These measures must improve the presence, participation and progress of any student without exception. All children, regardless of their personal conditions, must learn together, with the other students. Teachers are an essential element in this inclusive process and more specifically their attitudes. In this research, literature has been reviewed focusing on the analysis of the variables that influence teachers' attitudes in relation to educational inclusion, emphasizing self-compassion and self-efficacy. The research methodology is quantitative, non-experimental and descriptive. The main objective is to compare the self-efficacy and self-compassion scores with those of inclusive practices, to reveal some relation between them. Complementary, we have compared some characteristics of teachers such as age, gender and experience, and some contextual features; the number of students, the number of students with specific needs of educational support, the hours of support received and the educational level with the inclusive scores of the practices. The objective has been divided into nine hypotheses with the same dependent variable: the inclusiveness of educational practices. The independent variables are the level of self-compassion, the level of self-efficacy, age, gender, experience, the number of students, the number of students with specific needs of educational support, the educational level and the hours of support received by other teachers. To collect the data, we has been used a questionnaire divided into four parts; one first to collect the data referring to their personal and contextual characteristics. A second part with the self-efficacy questions of the scale of inclusive practices (TEIP), created by Sharma, Loreman and Forlín (2012). A third with self-compassion scale questions (SCS) created by Neff (2003). And the fourth with the questions from the guide for the evaluation of inclusive practices (GEPIA), created by García, Romero and Escalante (2011). Our sample is of 136 teachers of primary school of public centers of Mallorca; 115 women and 21 men. And the statistical analysis was carried out through SPSS v.15, applying tests to check normality, homocedasticity and significance to determine the statistical influence between independent and dependent variables In our study, the results of the statistical analysis applied to all the variables have shown that the scores of inclusive practices of teachers increase when they have higher levels of self-compassion and self-efficacy. These results have coincided with other international researches carried out in other contexts. The research has offered other results, we emphasize that men in the sample put into practice significantly more inclusive measures than women, that women show significantly lower results than men in self-compassion, self-esteem and mindfulness, that the teachers of 1st EP show significantly lower results than those of 3rd EP in the conception of time to apply inclusive practices.